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"The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. Although implementing a flipped classroom places different demands on faculty and forces students to adjust their expectations, the model has the potential to bring about a distinctive shift in priorities-from merely covering material to working toward mastery of it."

"The traditional model of the lecture and learning cycle has long been to deliver the lecture during class and to send students home to do homework and perhaps engage in a discussion or two afterwards. The flipped classroom flips this model on its head: through lecture capture software, lectures can be captured on video for students to watch home, freeing up class time for hands-on learning activities and discussion."

"Welcome to a "flipped classroom" at Byron High School--where the lectures are homework, and problem solving with the teacher is class time." Great article about how one school flipped their math program.

Provides examples of how and where flipped teaching is being used in higher education contexts.

"Flipping the classroom changes the place in which content is delivered. If the teacher assigns lecture-type instruction-in the form of video, simulations, slidecasts, readings, podcasts-as homework, then class time can be used interactively. The class becomes conversation space, creation space, space where teachers actively facilitate learning.  The home becomes the lecture space. The hundred+ year-old frontal teaching model flips."

"Most student "complaints" about flipped learning conceal important questions about teaching and learning that are brought to the surface because of the flipped environment. Here are three common issues raised by students and the conversation-starters they afford."

"Missouri State University (MSU) has implemented a flipped classroom model for its Introductory Psychology course, resulting in dramatic improvements in student learning outcomes and course completion rates."

"With the large lecture format, said NMC Senior Communications Director Samantha Becker, "it's really hard to personalize the material so that a student can feel like they have ownership over their own learning process." And, she added, "It's hard to speak up. There's always the fear of being ostracized by other students or feeling like asking stupid questions." Maurice Matiz, executive director of Columbia University's (NY) Columbia Center for New Media Teaching and Learning, agreed: "Sitting in one of these 180-student classrooms is a very passive situation," he said. "We've found that students aren't really learning very much." Matiz and his colleagues are out to change that - by finding ways to adopt the flipped classroom model to traditional large lecture courses. "

Derek Bruff defines the "flipped classroom" and addresses the misconception that the flipped classroom requires heavy use of video.

"Research indicates that students learn best by doing (the higher levels of Bloom's Taxonomy: applying, analyzing, synthesizing, and evaluating).  Because projects that incorporate these levels of cognition take time, they're often not included into the curriculum.  The flipped model helps to solve this issue."

This is a good and realistic look at the experience of an instructor who has flipped their class. Not all negative, but here is some realism: "The problem, I soon discovered, was that nobody told the students they were supposed to hate lectures. They were genuinely disoriented when I didn't spend class time lecturing. Only about 25 percent of them watched the prerecorded lectures before class. As a result, class discussion of content became an exercise in futility. Their comments at the end of the semester made it clear that about two-thirds of them preferred a typical lecture class."

"The traditional lecture may have been an efficient format for transferring information 100 years ago, but it's no longer practical in an era of exploding medical knowledge, says Dr. David Snadden, executive associate dean of education for the faculty of medicine at the University of British Columbia in Vancouver. "We've actually reached a stage where we can't fit [in] all the curriculum. It's just not possible." "The thing that's becoming really critical for us is helping our students understand how to manage information, access and sift information" as they'll need to do as practising physicians, he adds. Shifting course material onto the Internet offers a solution to both these challenges, Snadden says. In addition to freeing class time for more active learning, the model allows students to control the pace of their learning and "skip the things that don't seem relevant or that they already know." 

"The TED-Ed team provides an in depth look at the powerful features of the newly-launched TED-ED Beta website. You'll learn how TED-Ed videos are created, how they are arranged, about the learning materials that surround each video, and how you can create customized or "flipped" lessons based on any TED-Ed video or any video on YouTube."

Video of a keynote by Erik Mazur - a physicist from Harvard. "...how he came to develop Peer Instruction, a teaching method that enhances interactive engagement among students, particularly in large lecture style settings or classrooms."

A series of Plymouth University brief case study videos created by educators describing various personal good practices in teaching and learning inclusively. Additionally are provided a series of written case studies, to further explore inclusivity in teaching.

Create and share great video lessons with your iPad or browser.